Historic, Archive Document

Do not assume content reflects current
scientific knowledge, policies, or practices.

A.H.D. No. 73 UHISD STATES DEPARTi'ENT OF AGRICULTUHE Issued lilay 1944

Agricultural Research Administration
’ ■ Bureau of Animal Industry

OBSERVATIONS ON TRAINING SCHOOLS FOR FLOCK- SELECTING AND PULIr-
■ ORUIvI- IE STING AGE1\TTS AND SUGGESTIONS FOR THEIR liCPROEEI/IENT

■

Schools for training flock-selecting and pullorum-testir%--argeiits„ are
held annually hy the State colleges of agriculture in a majority of the
States cooperating in the work of the National Poultry Icprovernent Plan,

It has "been the policy of the Bureau of Animal Industry to have the poultry
coordinators attend as many of these as possible, appear on the program,
and otherwise assist with the instruction.

There is a wide variation in the type of the schools held in different
States, and while the training as a whole is excellent, some are much better
than others. In a fevr cases the schools are more in the nature of poultry
short courses, and not enou^ time is devoted to the training in selection,
blood-testing for pullorum disease, and in the provisions of the ^^lun.

The following notes and suggestions are offered from observations made
by the coordinators at the 1943 schools:

(1) Preliminary planning. — Those responsible for conducting the school
might well be called together some time in advance to develop a program; each
person being given definite responsibilities. Most of the States now follow
this procedure. To hold a good school requires careful planning, and the
ideas of the whole staff should be considered.

Every hatcheryman within the State, who mi^t be interested in taking
the training or in having someone from his organization qualify as an
agent, should be informed of the course and when and v/here it will be held.
Publicity through the press, the radio, and by circular letters to hatchery-
men and extension workers will accomplish this purpose. Good publicity in
regard to the training course is also good publicity on the plan.

In a few States, those who expect to qualify as agents are required
to make application in advance to take the course. Bulletins and circular
material are then sent to them for study at home before coming to the
school. This appears to be a good procedure,

(2) Personnel. — Full use should be made of the talents and abilities
of the local college staff, not only of the poultry and veterinary depart¬
ments, but of other departments as well, A representative from the Agri¬
cultural Economics Department mi^t discuss the hatchery situation. Rep¬
resentatives of the official State agency and livestock sanitary authori¬
ties should certainly be on the program, and a successful hatcheryman or
breeder can often add much to the discussions. Where possible, one or more
out-of-State speakers should be included to bring in new thoughts and ideas.

(3) Organization. — The first day might be arranged for new candidates
only, who are taking the course for the first time. Elementary instruction

on the provisions of the plan, selection, and blood testing would be scheduled
for that day. More advanced work could be planned for the following days,
which would be of interest to those who have attended previous training
schools. At one school, a special section was set up for the advanced students,

- 2 -

and such subjects as breeding principles and hatchery management were discussed.
This will avoid the common criticism by agents, who have returned to the school a -
second or thirl year, that there is too much "sameness" and too much elementary
work. Elementary instruction is quite necessary for beginners, but it is boring
for those who have taken the course before.

Group discussions are often more effective than formal lectures. The use of
charts, testing equipment, live birds, and demonstration material will help to
hold the interest of the students.

(4) Length of school. — It is recommended that for a combination flock-se¬
lecting and pullo rum- testing school, at least three full days should be devoted to
selection, blood testing, provisions of the plan, and examinations. This should be
the minimum. If additional subjects are discussed, such as feeding and manag-ement,
the school should be longer than three days, Eor a flock-selecting school, or for
a pullo rum-testing school, where the two are not given together, it is recommended
that at least two full days be devoted to selection, or to testing, along with a
study of the provisions of the plan.

The following outline is suggested for a five-day school;

First day

Elementary instruction for beginners

Second day

Hatchery day. All hatcherymen in State invited.

Have strong program with out-of-State speakers.

Business meeting of hatcherymen’ s association or
official State agency.

Third, fourth, and fifth days
Lectures and laboratory work with plenty of time
for group discussions of problems in regard to the
poultry improvement work. Examinations, which
usually take about two or three hours, held afternoon
of final day.

(5) Lectures and subject matter discussions, — At some of the schools the
instruction has been excellent on certain subjects, but inadequate on others. For
a well-rounded course in flock-selecting and pull orum- testing, the students should
be thorou^ly trained in all phases of the work, as well as in the provisions of
the plan.

1 '

- 3 -

. Each State poultry depa,rtment has developed its own system of training in
culling and selection. At one of the very successful scliools, the class is
divided into five small laboratory groups, with an instructor in charge of each.

One group studies pigmentation, another group studies molt, another works on hand¬
ling qualities, another on standard qualities, and the fifth group studies dis¬
qualifications. The groups are then rotated at intervals until each student has
attended all five sections.

A school ivhich gave some of the best instruction on culling and selection
used the following plan. Ttie four topics, pigmentation, molt, handling qualities,
and standard qualities, were studied separately. After a detailed lecture to the
whole class on pigmentation, with charts and lantern slides, the group was broken
into small laboratory sections and at least one and one-half hours were spent in
studying the topic with live birds. This was followed by a lecture to the whole
class on molt and then one and one-half hours laboratory practice. Then handling
qualities and standard qualities were taken up in a similar way, FolloT/ing a study
of the topics separately, the students were then given a group of birds to classify
as excellent, good, medium, or poor, and asked to state whether the bird should be
kept in the flock or rejected.

The study of breeds and varieties should be limited to those commonly found
in the State. There is no need, with the little time available, to study breeds
and varieties, which the agents will probably never work with.

Some States emphasize standard qualities more than others but, regardless of
the emphasis, flock-selecting agents should be familiar with standard qualities of
the common breeds and should be able to recognize all standard disqualifications
that apply to those breeds. The plan requires all U.S.R. O.P. birds to be free from
standard disqualifications. U. S. Approved and U. S. Certified flocks are "to
combine standard-bred and production qualities to a reasonably high degree".

Lectures and discussions on pullorum disease, sometimes with demonstrations,
usually precede the laboratory work or blood testing, A testing agent cannot be
expected to be a pathologist, but he should know a little about the cause and na¬
ture of the disease and principles involved in the test. He should be told of the
two official types of antigens. Regular and TG, and the type v/hich is used in his
State, and that other antigens have not been recognized as official. He should be
cautioned in regard to the care of the antigen and date of expiration. The neces¬
sary equipment should be discussed and a demonstration given on the proper use of
the equipment.

In a few of the schools, not enou^ time is allotted to the discussion of the
plan provisions. Flock-selecting and pul lo rum- tes ting agents should be thoroughly
familiar with the organization of the plan, its objectives, the breeding stages and
pullorum classes, and both national and State regulations. This will require, on
the part of the students, some diligent study of Miscellaneous Publication Ho. 300,
as well as discussion in the classroom.

It is especially important that new agents be given instruction on how to
order supplies and make reports, and often the older agents need the information
too. Much confusion will be avoided at the beginning of the selecting and testing
season if the agents leave the school with this knowledge. It is suggested that
each student be required to fill out a copy of the flock-selecting and pullorum-
testing report (H.P.I.P. Form 3 or substitute State form) in the class, using data

- 4 -*

from one of the flock reports of the previous year, and that this he followed with
a discussion. The filling out of a report for a specified flock makes a good
question on the final examination.

Breeding principles , the value . and the use of R.O.P. males and Victory Cock¬
erels, the closed flock system, early selection of cockerels, management of hatch¬
ery-supply flocks, and discussions on hatchery operation might well he included in
the ]program the day devoted to the hatchery meeting.

(6) Laboratory. — At many of the schools the students were not divided intp
small enough groups to do effective laboratory work. Conditions vary widely and
available equipment is a factor but, in most cases, it would be desirable to have
not more than twenty persons to the section.

Coops, testing plates, bleeding needles and loops, testing tables, and other
needed equipment should be provided in sufficient quantity for adequate instruction
and practice. Each student in a laboratorjA section should have a set of equipment
and, if necessary, a small enrollment or laboratory fee might be charged to provide
the money for equipment. One type and make of ‘antigen only should be used at a
training school. The use of two or more different antigens may cause confusion,
as there is sometimes a sli^t difference in color or reaction between antigens.

It is difficult to provide enough birds for a large class, and it is injurious
to the birds to have them, handled by a large number of persons, but practice in
handling live birds is a very necessary part of the instruction. Eor selection,
it is suggested that at least two classes of twenty birds in separate numbered coop:
be used. Ifore would be better. There should always be more birds than persons in
the section. Another group of birds should be provided for the examination. Birds
with standard disqualifications and reactors should be collected during the year.

At some of the schools, the students vieve taken out to the laying house and the
selection and blood testing carried on there, but this is not practical with large
classes.

Beginners should be instructed on how to place the leg band on a bird and how
to seal it properly. He should then be required to band correctly at least five
birds. While an agent in the field usually has someone else to do the banding for
him, he is responsible in seeing that the birds are properly banded,

A laboratory on selection for fast feathering at 1 day, 10 days, and 4-12 weeks
of age, might well be included in the program.

There is also a need for a special laboratory section on the selection of
cockerels for the breeding pens, although most schools do not include much on the
subject.

At one school, there was an exiiibit of good and poor hatching eggs in trays,
both white and brown, demonstrating difference in size, shell texture, etc.

A display of birds with different symptoms of leukosis, with special emphasis
on the eye type, is of value in training the agents what birds to remove from the
flock.

An exhibit of various types of commercial and homemade testing boxes, cabinets
and holding tables enables the students to examine and compare their good and bad
points.

- 5 -

Por elementary training in pullorum testing, oxylated Hood is often used "but
when this is done, wide-mouthed containers, instead of test tubes, should he used
so that hlood can he picked up with the loop. At two of the schools the past year,
what appeared to he a better plan was observed. Live birds that were different
types of reactors were selected in advance. A bird was held by the instructor with
the wing open. The skin on the inner side of the wing was mopped with a 2 percent
solution of sodium citrate to prevent clotting, the vein punctured, and the blood
permitted to puddle in the hollow of the wing. Each student passed by with a test
plate and blood loop. He placed a drop of antigen on his plate, then a loopful of
blood from the hen, stirring them together as he walked back to his seat, and ob¬
served the reaction. Thus, as many as 40 students could each obtain a sample of
blood from one hen with one puncture with no injury to the hen.

After this preliminary training to illustrate the difference between a re¬
actor and a nonreactor, the different types of reactions, and how to make a proper
size smear, each student should be required to blood test at least five birds. Ivbre
v/ould be better, but it has been found that practice in blood testing must be ob¬
tained in the field after the training school. The principles and correct technique
only can be tau^t at the school. Skill and experience must be acquired later.

In many States, each new candidate, after attending the school and passing ex¬
aminations, is required to spend a day in the field with one of the State pullorum
testers actually blood testing one or more flocks before being authorized as a
pullorum- testing agent,

(7) Examinations, — The preparation of adequate examination material, both
written and practical, requires time and thought.

The questions should be made out and mimeographed before the school, as there
is seldom time to give the matter much thought after the school begins.

Examinations serve several useful purposes. Among these are; (1) An incentive
to make the candidate study and to learn the more important points covered in the
course. If the candidate is made to understand from the first that he will be held
responsible on his examinations for anything taken up or discussed during the school
he is more likely to keep on the alert, to take notes, and to remember what is
discussed, (2) An aid to the instructor in showing him how well his \¥ork has been
done. If it is found that a large percentage of the class has failed to learn cer¬
tain important facts, evidently the instructor or type of instruction is at fault,
(3) A measure of the students knowledge and ability, ^ile a student may study
hard, pass examinations satisfactorily, and then not make a good flock-selecting or
pullorum-testing agent, a passing grade on the examinations should be a basic re¬
quirement. The examinations, in addition to written questions, should include the
handling of birds.

Since many of the candidates who want to quality as flock-selecting or pull-
orum-testing agents are not in the habit of expressing themselves on paper, it is
not thought advisable to put. the emphasis on discussion questions, although some
questions of this type may be included. The multiple-answer type and true and
false statements are to be preferred, and have the further advantage of being eas¬
ier to grade. By referring to the Manual on Training Schools for Flock-Selecting
and Fullorum-Te sting Agents, page 25, a good discussion will be found on the pre¬
paration of an examination.

- 6 -

At one school, a true-false test (50 statements) was given the class un¬
announced at the first session. The papers were corrected and returned to the
students the next morning. This stimulated thought and tended to focus the at¬
tention of the class on things that they did not know. Unannounced, the same test
was given as a part of the final examinations the last day,

(8) A score card for flock-selecting and pulloium- testing schools is in¬
cluded as the last page of this report. It is suggested that those responsible
for the conduct of the school in each State fill out the score card for last year's
school. Each item should he checked as to whether it was outstanding, satisfactory
poor to good, or not included in the program. The score card may also serve a
useful purpose as a check on the arrangements that are being made for this year's
school. Conditions vary widely in different sections of the country, - and the
suggestions and score card may not apply in all details to every State,

A conscientious effort should be m.ade to make each school a little better
than the preceding one. At one school last year, the committee had a "suggestion
box" always readily available. The students were requested to put their suggestion
for improvement into the box whenever the idea occurred to them. These suggestions
will be studied in planning the next school.

SCOHE CAKD FOR FLOCK-SELECTIRG AED PULLOHJM-IESTIEG SCHOOLS

Type of scho ol _ _ ^Compiled "by

Flock- Pullorom—

_ ^No. days: selecting _ testing General Total

Item

1

1

^ s:

O a

4-

V

Ss.tis-

factory

Poor to

good

Not in¬

cluded

1

Remarks

(1) Preliminary:

Planning with staff

1 .

Puhlicity and circular letters

i

1

Home study material maiJ.ed in advance

i

(2) personnel:

Adequace local staff

1

i

i

1

Outside speakers 1 j

( 3) Organi zation:

One day especially for heginners

pr

Special provisions for advanced students

1

Group dis'J^^3sions

- 1 -

Demonstrations and visual instruction

(4) Length of school (see recommendations):

j

1

!

■

(5) Lectures and subject matter discussions;
Selection —

Production

Standard

Pullorum-te sting —

Cause and' nature of disea,se

i

i

Explanation of test

1

I^Des and use of equipment

1

Antigen: tjqpes, care, age, etc.

1 .

H.P.I.P, provisions and administration —
National

i

1

1

i

S tate

1

1

Records and reports

i

Breeding principles and application

!

Hatchery operation

i

(6) Laboratory:

Size of sections

!

i

!

Equipment provided

1

i

■ Bi rds provided

j

Selection (demonstration and practice)

i

Pullorum-te sting (practice)

!

Students time fully occupied

i

t

(7) Examinations:

True-false or multiple-answer type

1

1

1

1

Discussion type

i

With live birds

i